4. Explanations for forgetting

interference theory

forgetting is due to information in the LTM becoming confused with/disrupted by other information during coding, leading to inaccurate recall.

proactive interference

previously learned information interferes with new information

retroactive interference

new information interferes with previously learned information

retrieval failure due to absence of cues

forgetting is due to insufficient cues. When information is stored in memory the corresponding cues are stored at the same time. If these cues are not available at the time of recall, the information appears to have been forgotten- is info still available for recall but can’t be accessed until cues are in place?

Tulving’s Encoding Specificity Principle (ESP)

If a cue is going to help us remember information it has to be present during encoding and retrieval.

Context dependent forgetting

when external cues are different during encoding and retrieving

state dependent forgetting

when internal cues are different during encoding and retrieval

Evauluation interference theory- supporting evidence for proactive interference

P- supporting evidence

e- underwood showed that ps who were repeatedly asked to learn a series of word lists made far more errors as the number of lists increased.

e- lab experiment- highly controlled environment- all extraneous variables were controlled so only IV could impact DV- cause and effect can be established

l- as ps made more errors in word lists shown at the end of the study this demonstrates that old information was interfering with new information- proactive interference

evaluation of interference theory- supporting evidence for retroactive interference

P- supporting evidence- research study by Schmidt et al

e- sample of 211 former Dutch elementary school students (11-79n year olds) and sent them a map of the area surrounding the school with road names removed and replaced with numbers 1-48. Ps asked to name as many streets as they could and asked how many times moved house outside area

e- positive association with how many times ps had moved outside the area, and number of street names forgotten. Learning new street names makes recalling old street names more difficult

l- retroactive interference- new info interferes with old. Shows interference is key to forgetting not just the time that had passed- how many times moved, not how long.

evaluation of interference theory- ecological validity/application

p- explanations are limited due to focus on interference of very similar info

e- e.g word lists in a lab- fails to explain why we forget real life info/skills- not juggling similar material yet we fail to recall a lot of what we experience . tells us how forgetting works in articficial structures but not in real life- lacks ecological validity

e- however- the theories are USEFUL- could help inform teachers and students about revision- revise and teach topics that are similar at different times to avoid confusing them

l- despite the artifical nature of the theories- they can still be uesful in some real life situations.

Evaluation of retrieval failure- supporting evidence for context dependent forgetting

p- supporting evidence

e- godden and baddeley asked ps to learn word lists of 36 words either on land or underwater and recall either on land or underwater

e- land-land- 37%, underwater-land- 23"%. However, lacks ecological validity- unrealistic, contexts are rarely this different- usually only subtle changes- claims may be too drastic

l-higher percentage in matched environments supports context dependent forgetting.

Evaluation of retrieval failure- supporting evidence for state dependent forgetting

p- supporting evidence

e- Carter and Cassaday gave anti-histamine drugs or a placebo to ps (students from Nottingham Uni). Antihistamines- mild side effects of drowsiness alter state of awareness. Ps asked to learn and recall info in 4 diff conditions

e- marked decrease in accuracy of recall in a memory test when ps internal state does not match at time of encoding and retrieval- and increase when they did match However, lacks ecological validity- unrealistic, states are rarely this different- usually only subtle changes- claims may be too drastic

l- supports state dependent forgetting

evaluation of retrieval failure - applictions

p- useful applications

e- in places where getting instructions correct is absolutely essential (e.g. soldiers, medics, astronauts etc.)it is important to recognise that the info is more likely to be forgotten in the novel environment under pressure

e- therefore they need to practice in the context to prepare and ensure they don’t forget when it really matters

l- can save lives